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Area of Science:

  • Occupational Therapy Education
  • Higher Education Pedagogy
  • Community Psychology

Background:

  • Student community enhances learning, empowerment, and engagement.
  • Occupational therapy programs are increasingly adopting hybrid learning models.
  • Transitioning to a hybrid format raises concerns about student belonging.

Purpose of the Study:

  • To compare the student-perceived sense of community in a hybrid Master's occupational therapy program.
  • To assess if the sense of community differs between the start and end of the didactic program.
  • To evaluate differences in community perception between multiple learning sites.

Main Methods:

  • A hybrid Master's occupational therapy program with over 70% online content was studied.
  • The Classroom and School Community Inventory was administered to students.
  • A Checklist of 24 Points of Contact was used to identify community-building factors.

Main Results:

  • Over 90% of students reported a sense of community.
  • No significant differences in community perception were found from the start to the finish of the didactic program.
  • No significant differences were found between the two learning sites.

Conclusions:

  • A hybrid occupational therapy program can successfully foster a strong sense of student community.
  • Informal interactions, group assignments, and face-to-face sessions are crucial for community building.
  • Faculty concerns about diminished community in hybrid settings were not supported by student perceptions.